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Studio (CVDS), developed by Clyde Virtual University in conjunction with DMEM and GSA, an online virtual environment created to facilitate a wide range of collaborative design projects, available only to institutions connected to the ClydeNet Metropolitan Area Network. The use o media in Strathclyde University has included the use of digital course materials as well as digital media for drawing and sketching. The main concern in Strathclyde University’s VDS was in the use of networking technology to support the design process. As the project emphasised the importance of multidisciplinary interaction and decision making as the fundamental requirement of teams in the design process. Emphasising the importance of industrial globalisation that meant design teams are drawn form a pool of talented that is geographically distributed. Technologies such as synchronous and asynchronous was used accordingly for communications. Duration of VDS at Strathclyde varied according to course requirement from one semester to a whole year. As the case in Sydney student at Strathclyde University has been practicing with VDS in different sets of design briefs according to the course requirements. Some complex problems have been tackled as well as short term single problems. At Strathclyde University the main objective was to provide a platform for investigating the feasibility of using computer networks as a means of communication in educational design. 90
Appendix E n. Published Papers iii. 1 st paper READINESS FOR THE USE OF TECHNOLOGY FOR EFFECTIVE LEARNING VIA THE VDS: the Case of the United Arab Emirates. Proceeding of 3rd Int’l ASCAAD Conference on Em‘body’ing Virtual Architecture [ASCAAD-07, Alexandria, Egypt] iv. 2 nd paper Implementing a Virtual Design Studio Model in Architecture Education in the United Arab Emirates. Proceedings of the 6the international conference on e-Learning Applications. American University of Cairo 2009 – Cairo, Egypt. v. 3 rd paper Creativity and collaboration in architecture education in the United Arab Emirates’, Proceedings of the 5 th ASCAAD conferenceon Digitizing Architecture Formalization & Content, Bahrain. 91
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FRAMEWORK FOR THE IMPLEMENTATION OF
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As technology is changing rapidly;
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List of Tables Table 6.1: Three Pha
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Contents Chapter 1: Introduction ..
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5.13 Methods of Phase 2 ...........
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9.5.2 Recommendation 2: Change of M
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technology in architecture design e
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e learned. The UNЕЅСO report on
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architecture within universities. 2
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Figure 1.1: The innovative process
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consequently this resulted in the l
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society, and the diverse socio-cult
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with the lifestyle of its occupants
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the study, the purpose of the study
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understanding of the research conte
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Peninsula. It is bordered by the Pe
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2.2.2 UAE POST-1971 This British an
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UAE, the vernacular architecture re
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social groups is being substituted
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The grand expansion is also obvious
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interact website 94 the foreigners
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to rules, policies and regulations,
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The UAE encountered a rapid growth
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Moreover, neither were supplementar
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The Arab League Educational Cultura
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understand the lack of utilisation
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3.2 UAE Vision 2021 In his famous b
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Figure 3.1 shows the culture of wor
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students‟ loans for lab top purch
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А common education in the first th
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improving quality and effectiveness
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stressed the importance of the “f
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design problems and finding a way t
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“The most important role that met
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plan. The benefits of the use of te
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Abu Shakra 220 argues that the use
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According to Reffat 224 the effecti
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Chapter 4: Teaching and Learning Me
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The last few years have witnessed a
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University and the University of Sh
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4.3.4 Design Curriculum Design cour
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expected to finalise their design p
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Chapter 5: Methodology 5.1 Introduc
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make decisions on which new approac
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formulating a framework or a model.
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The research approach used for this
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It also works as a guide for the en
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problematic and has been a tool for
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5.11 Validity and Reliability Herr
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about human developments associated
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the UAEU for the purpose of collect
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5.14 Methods of Phase 3 Secondary d
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analysis of planning systems, havin
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director, the tutors and some of th
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Goodwin‟s use of multi-disciplina
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Through the use of “free time”
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students were encouraged to ask que
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concerned. The students also indica
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ideas and collaborate. Video record
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Peer Assessment: Students will be s
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also covered the data collection in
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to another cycle of observation, ac
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6.3 Phase One The needs analysis in
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Figure 6.2: VDS 1 basic elements Th
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Figure 6.3: Database Form for Ident
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in universities in China and the Fa
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conducted to get in-depth understan
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which supported the curriculum of t
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student engage with their learning
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skills to tackle similar problems t
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� Team-Working Another important
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Facebook was utilised in this proje
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supportive educational tool Second
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female are not supposed to be mixin
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Formative evaluations improve and d
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the diary of events, and the timeta
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Dimension Application Creativity- p
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Dimension Aim Implementation Techni
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that helped the students in working
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Creativity Critique Collaboration C
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available. Figure 7.3 illustrates s
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Collaboration Anonymous 7.4.4 Focus
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synchronous tools scored highly com
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extended use of Facebook accounts t
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Figure 7.9: Student Performance Fig
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7.8 Conclusion This chapter discuss
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The figure above shows the main the
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Networking also helped the students
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the discipline of being part of the
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just an hour beforehand with the fo
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positively adapted the new culture
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8.3.14 Creativity As shown in Figur
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Chapter 9: Recommendations 9.1 Intr
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The summary of the findings of the
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9.3.3 Networking Facilities The ope
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Figure 9.2 VCCS Framework The resea
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Figure 9.4: Hofstede classification
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support by providing financial supp
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positive attitude toward technology
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To better accommodate the above rec
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them. The e-learning diary will als
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Conclusion Future Architects This w
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Appendices
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Appendix A a. The University of Sha
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Q4. We were hoping that this is goi
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Also, being strict with time, outre
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allocated for this workshop will no
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Other suggestions? Student1: The wo
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To combat the prevalent cultural re
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The participants will then be instr
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d. Open Learning Workbook Virtual D
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...................................
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Due to the nature of the Virtual De
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...................................
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is your now your group. With the vi
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Conclusion: Again, there are no rig
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Activity: Once you have decided you
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Studio as they will not be relevant
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2.2.1 Vision.......................
Page 246 and 247: 1.0 Factual Summary 1.1 Aim of Stud
Page 248 and 249: � To meet the needs of society an
Page 250 and 251: � Quality: The University adheres
Page 252 and 253: The Virtual Design environment prom
Page 254 and 255: � 3D Design Technology � Collab
Page 256 and 257: Within the 10 day between the first
Page 258 and 259: 8.3 Assessment 8.3.1 Rationale crea
Page 260 and 261: To combat the prevalent cultural re
Page 262 and 263: How to be Effective Research, Cardi
Page 264 and 265: Director of Studies. Dr. Richard Ra
Page 266 and 267: Appendix B f. Observations and Anal
Page 268 and 269: spectacular, grotesque and colourfu
Page 270 and 271: years. They were asked to consider
Page 272 and 273: ‘leisure’ theme arose including
Page 274 and 275: work sufficient. With consistent su
Page 276 and 277: g. Interviews Guide for participant
Page 278 and 279: h. Creativity Check List 72
Page 284: j. Samples of Students Interview 78
Page 289 and 290: Appendix C l. Exploratory survey at
Page 291 and 292: The focus group methodology was con
Page 293 and 294: especially 3-D like videos or slide
Page 295: Appendix D m. Case Studies for Phas
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